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Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017

EDUCATION PROFESSIONAL STANDARDS BOARD

III. Program Profile: This profile describes a program category, which includes potential variations of program offerings. Each instance or variation must be distinguished among the others in order to ensure regulatory compliance. Please see the “Program Review Technical Guide” for additional details.

Program Identification

Name of Program Category: Teacher Leader ☒ Teacher Leader Endorsement – KTLE

Program Degree/Award Level: (check all that apply)☒ Master’s for Rank II ☐ Master’s for Rank I☐ 5th year non-degree for Rank II ☐ 6th year non-degree for Rank I KTLE Certification Only

Program Sites: (check all that apply)☐ Main/Residential Campus ☐ Off-Site Campus (list each location)

Campus Name City

NA: online

Delivery Modes: (check all that apply)☐ Face-to-Face Only ☒ Online Only ☐ Hybrid

EPP Submission Coordinator:Name Dr. Beverly EnnisPhone 270 789-5344Email [email protected]

Name of Institution Program Template Part III DRAFT


Program Experiences

Program Innovations: (Optional)Program-Initiated Innovations. These innovations may span over the most recent three years, and should include all variations within this program category.

The Teacher Leader Master of Arts in Special Education may be taken as a stand- alone Teacher Leader Master’s or to add certification in learning and behavior disorders P-12. The program is a 30 credit hour program.

Program innovations are embedded in the courses throughout the program. Specifically, the TL MASE program courses require experiences that allow candidates to work directly with students in their classroom in the school/district where employed. Innovations include a Master Action Research Project (MARP), a culminating EPP wide assessment, a Behavior Intervention Plan, a Case Study focusing on deficit in mathematics using MTSS/RTI data, and a Case Study to include an IEP, informal assessment, and lesson plans for a student with a learning disability.

Program Curriculum:

Each EPP must inform a potential candidate about the program’s content, performance expectations and assessment processes.

How does the EPP communicate the following with every student: required coursework and electives, certification and/or degree and rank result, admission requirements, exit requirements? If the EPP offers multiple program routes for this category and certification, you must include each variation.

We use the curriculum guides as the primary method to communicate program details with each student and candidate.

*Please our attached guide in the addenda.

Program Design and Experiences Collaboration with Partners: Describe the institution’s plan to facilitate effective partnerships with collaborating school districts by EPP and other faculty (e.g., Professional Ed, Arts and Sciences, and other collaborating academic unit faculty).

Partnerships with the P-12 districts have been established, and our faculty provide consultation and other services as requested. Our teacher candidates provide tutoring, mentoring, and participate in other activities with the local districts. The P-12 partners provide our candidates with field/clinical experiences to cultivate their skills and knowledge. The EPP has collaborative agreements with the following districts:

Campbellsville Independent Schools, Green Count Schools, Jefferson County Public Schools, Spencer County Schools, Marion County Schools, Taylor County Schools.


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Describe how P-12 partners (early childhood, elementary, middle and secondary teachers and administrators) and other higher education and/or community partners collaborate in the design, evaluation and continuous improvement of this program.

The following P-12 partners collaborated in the program re-design in 2009-2010: Taylor County, Campbellsville Independent, Hodgenville, Marion County, Hardin County, Green County, Larue County, and Adair County.

Last year, the EPP created an advisory council with teacher representation at every grade level for the purpose of revising all EPP programs and assessments and for the purpose of analyzing program assessment data and making recommendations for program improvement. The advisory council had an introductory dinner where they were introduced to each other and CAEP and the goals for this year were discussed. The advisory council will begin meeting this year along with program faculty to continue to improve the Teacher Leader and other EPP programs.

Describe how the EPP collaborates with the Arts and Science faculty and other collaborating unit faculty in the design, evaluation and continuous improvement.

Arts and Science faculty are members of the Teacher Education Committee (TEC) and the Teacher Education Advisory Committee (TEAC), along with EPP faculty, which meet to discuss programs, data, and continuous improvements. Faculty in these programs participate on a committee that reviews program and assessment evaluation data, and makes recommendations for program improvement.


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Professionally Relevant: Explain how the EPP will ensure the program of study will strengthen the candidates’ identified certification area and advance career pathways.

Candidates continuously relate that they are enrolled in the TL MASE program to provide the skills and knowledge needed to work with the diverse learners in their respective classrooms. While not everyone in the program seeks to add certification, they do strive to become a more effective teacher in the P-12 setting. Whether seeking to add certification, or working toward a rank change, all candidates are required to complete the same course assignments and assessments. Coursework provides candidates with advanced knowledge and skill in designing assessments and in developing accommodations and modifications for diverse learners.

Job-Embedded Professional Experiences: Describe how the program provides and supports job-embedded professional experiences.

Professional proficiency courses provide the candidates in the program with knowledge relating the special education needs of the diverse learners in their respective classrooms. Two anchor assessments in the program are the Teacher Leader Professional Growth Plan (developed and implemented for the duration of the program-ED 655) and the Behavior Intervention Plan, implemented in a specific course, SED 696, Effective Strategies for Improved Students’ Classroom Behavior.

Another anchor assessment in the professional education courses is a Teacher Leader Action Research Project determined by a documented need in the classroom, addressed through research, and applied in the candidate’s school or classroom. Candidates analyze the results of their study and share the results with other professionals in their school or district. Not only do candidates develop leadership skills useful in their own classroom, they impact the students of other classrooms when their colleagues use some of the interventions/strategies that the candidate has researched and presented to peers.

Each professional course in the program includes field/clinical experiences related to the content of the course. Some of the experiences involves administering an informal assessment, for example, as in SED 697 and SED 698, to assess the needs of a student with a specific learning disability and create a case study to provide interventions for the student.

Impact on P-12 student learning: Describe how the program will determine candidates’ impact on P-12 student learning.

Candidates document their impact on P-12 student learning through the BIP and through their MARP. Candidates will refine their knowledge and understanding of behavioral assessment and intervention strategies that have been effective for individuals with a wide range of disabilities. They will design and implement comprehensive behavior management plan (BIP) and begin implementation of the plan during the course.

Additionally, candidates document their impact on P-12 student learning through their MARPs. They analyze student data and determine learning needs. They research interventions and instructional strategies. They implement the intervention or strategy and collect data on students within their classroom. They analyze the results of the data and determine the impact on their students’ learning. They present their findings to colleagues and other professionals who may in turn use the intervention or strategies with students that they have who exhibit similar learning needs. A part of each MARP includes analysis of the student achievement data and a discussion of the impact of the intervention has on the learning of the students in their classes (participants).


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Field/Clinical Experiences: Describe the field/clinical experiences required in the program that ensure candidates opportunities to work with diverse students.

Field/clinical experiences required in the program are completed in the candidates’ individual classroom if teaching, or in another P-12 teacher’s classroom. In ED 665 Research Methods, they conduct research on the learning issues that they students are exhibiting and develop an action research project where they implement an intervention and collect data (ED 670) and analyze the results (ED 675). The MARP is implemented in the classroom in an area of interest to the candidate, but related to improving the academic or behavioral needs of the diverse learners. A Behavior Intervention Plan is developed focusing on the behavioral needs of one student-implemented and revised if needed. Both the MARP and the BIP are EPP assessments for these graduate programs.

*See attached addendum.


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Kentucky P-12 Curriculum Requirements

The following information is gathered in accordance with Kentucky Senate Bill 1 - http://www.lrc.ky.gov/record/09RS/SB1.htm and the associated legislation tied to this bill.

How does the EPP ensure each candidate’s knowledge/proficiency of KAS?For the two Case Study projects (SED 697 and SED 698), for the content area of choice, candidates are required to align and integrate KAS and ELA standards as appropriate. Content specific standards include ELA, mathematics based on the NCTM standards, social studies and Next Generation Science. Candidates demonstrate their knowledge in these projects.

Briefly describe how candidates use the Kentucky P-12 Curriculum framework and the Kentucky P-12 school assessment system to guide instruction.

Candidates use the Kentucky P-12 Curriculum framework and the Kentucky P-12 school assessment system to guide instruction in developing lesson plans, BIP and case studies. Candidates must document the KAS in each lesson plan created. Lesson plans are measured through formative and summative assessments in order for the candidate to demonstrate P-12 student mastery. Candidates use KTIP Source of Evidence documents which are tagged to specific KTS and PGES standards.

Provide evidence (TPA/portfolio/other data) of candidates’ use of the KAS framework in lesson plans (include lesson plan format if not using the current KTIP format).

Candidates demonstrate their skill and dedication to creating supportive learning environments for all P-12 students through the MARP and the BIP. Supportive program and course assessment documents include the MARP, behavior intervention plans based on individual student need, IEP and lesson plans for identified students with specific learning disabilities (SED 697), and a written case study in the area of mathematics (SED 698).

Provide evidence of candidate’s abilities to create and use formative and summative assessments to guide instruction toward mastery of the Kentucky P-12 curriculum framework.

The MARP is evidence of candidates’ ability to create and use formative and summative assessments. The intervention selected for the MARP requires use of pre and post assessments to use in determining impact. Within the minimum of six weeks MARP implemetation, candidates collect daily and weekly formative data to determine impact.

Do you offer an Endorsement Program(s) to be used to substitute for the Specialization Component?( Yes / No ) – If yes, then select the endorsement programs: Choose an item.

Specialization Component: Certification in LBD

The TL MASE includes specialization in LBD so that candidates achieve LBD certification as a result of the program.


http://www.lrc.ky.gov/record/09RS/SB1.htm

Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Courses

Use the “COURSES” tab on the Program Review Spreadsheet

Provide a list of the program courses (include all courses in the curriculum guide). Ensure that the courses are identified and linked to each instance in this program category in the “Program Review Spreadsheet”. When completing the “COURSES” tab, the EPP can enter all courses for all programs in one spreadsheet.

Clinical Educators

Use the “Clinical Educators” tab on the Program Review Spreadsheet

Provide a list of all Clinical Educators who prepare candidates in this program category. Include full-time and part-time faculty; identify the adjunct teachers. These should be members who are directly involved with program delivery. Ensure that each educator is identified and linked to one or more program categories. When completing the “Clinical Educators” tab, the EPP can enter all educators for all programs in one spreadsheet.

How will the program ensure quality and consistency of the faculty?

Faculty, both full time and adjunct have earned advanced degrees and certification in the areas that they teach, and also have terminal degrees or are considered ABD.

How will the EPP attain and keep an appropriate balance between full and part-time faculty?

The EPP complies with SACS requirements regarding full and part-time/adjunct faculty.

Key Assessment Areas

Use the “Assessments” tab on the Program Review Spreadsheet

In this section, identify the assessments used to generate data to demonstrate mastery of the Teacher Leader Model Standards. For each assessment area, indicate the type or form of the assessment and when it is administered in the program. EPPs must include assessments to demonstrate TLM alignment. Reference the “Program Review Technical Guide” for additional details. When completing the “Assessments” tab, the EPP can enter all assessments for all programs in one spreadsheet.

Align to Standards

Use the Teacher Leader tab on the Program Review Spreadsheet

The purpose of the alignment section is to indicate where the evidence is generated in support of the specific standards to be addressed. The Program Review Spreadsheet provides each of the major standard areas, including the SPAs to be used to show this alignment. This alignment provides direction and guidance for the evaluation of addressing all the standards through the program review process. Many EPPs have their own alignment tables and combine standards through various crosswalks – these may be attached as an addendum and may replace the alignment tables in the Program Review Spreadsheet.



Evidence and analysis

Repeat this section for each assessment

Evidence for meeting standards - For each instance in this program category, provide a narrative about the assessment areas, discuss the instrument, scoring guide/criteria, and alignment to the Kentucky Teacher Standards. The narrative provides a rationale for how the assessment area demonstrates candidate mastery of the standards. Many EPPs study their assessments on a periodic basis and develop comprehensive reports and graphs; this report may be attached as an addendum and may be used to replace the table questions below only if all equivalent information is provided. When completing this section, the EPP will copy this table for each instance in this program category. If the assessments are the same for each instance, then declare in your narrative that they are the same, or only show those assessments which are different. Reference the “Program Review Technical Guide” for additional details.

Assessment #1 Title:Content Knowledge-Praxis ExamSpecial Education: Core Knowledge and Mild to Moderate Applications (5543).

Assessment description:The Praxis subject assessment 5543 is the state mandated assessment for content knowledge in this program. The Praxis subject assessments are used to assess candidates’ content knowledge

How do the Assessment and any related measures address the Kentucky Teacher Standards? Explain how the aligned standard is met at the indicator level. This section should be a narrative on the measures in the assessment and how these meet the standards. Cite standards by number, title, and/or standard wording.

The Praxis Subject Assessment is divided into the following seven categories:I. Development and Characteristics of Learners-aligned with KTS 4, 5, 9; addressing areas of

development characteristics of growth and the impact growth and development has on the learner.

II. Planning and the Learning Environment-aligned with KTS 1, 2, 3, 4, 7,8; addressing areas of managing student behavior, effective lesson plans, providing a safe learning environment.

III. Instruction-aligned with KTS 1, 2, 4,7; addressing planning and implementation of sound evidence-based instructional strategies for the diverse learners

IV. Assessment-aligned with KTS 5, 7; addressing and defining evidence-based assessments; formative and summative assessments, interpreting standardized assessments and making educational decisions for diverse learners.

V. Foundations and Professional Responsibilities-aligned with KTS 8,9,10; addressing the roles and responsibilities of the special education teachers, delivery of services, collaboration with stakeholders-including parents, federal requirements for pre-referral (RTI), referral, and placement

VI. Integrated Constructed-response Questions-aligned with KTS 1-10; addressing multiple facets including but not limited to instruction, assessment, the classroom, managing behaviors, collaboration with the general education teachers, parent communication.



Discuss the data analysis for this assessment: Explain how the assessment data supports/validates a candidate’s ability through the progressions of this program

TL MASE candidates are not required to take the Praxis II Subject Assessment (5543). Only the candidates wishing to add special education learning and behavior disorders to their base certificate take the licensure exam. Of the candidates choosing to take the exam, 100% have passed the exam. A passing score on the 5543 is 158.

Data are as follows for three cycles for those in the TL MASE program choosing to take the licensure exam:2014-31 students took the exam, 100% passed the exam with a mean of 171.71.2015-42 students took the exam, 100% passed the exam with a mean of 171.05.2016-17 students took the exam, 100% passed the exam with a mean of 166.43

Provide a link to the assessment scoring guide or rubric. (Not required for Praxis II)

Not required.

Discuss how the reliability and validity of this assessment has been established and supported.

Established by ETS.

Describe how the data from this assessment is used for the continuous improvement of this program.

The data are used to meet several objectives. The first is to provide assistance to students who do not pass on the first attempt, by examining the category scores and providing suggestions for additional review. The second objective is to monitor program effectiveness and develop annual Student Learning Objectives. The data over time also provide insight into program effectiveness. The category scores also provide direction on improving the program.

Assessment #2 Title:Professional Growth PlanAssessment description:The professional growth process and approach is grounded in the developmental view of teaching, recognizing that this complex, demanding profession is learned over the course of several years of study, consultation and reflective practice. How do the Assessment and any related measures address the Kentucky Teacher Standards? Explain how the aligned standard is met at the indicator level. This section should be a narrative on the measures in the assessment and how these meet the standards. Cite standards by number, title, and/or standard wording.

Candidates in the TLMASE program assessed their level of performance on the components of the Kentucky Teacher Standards (10) The completed a self-assessment to begin to identify their strengths and areas of growth.

Guidelines for Developing the Source of Evidence #7: Professional Growth Plan (PGP)The professional growth process and approach is grounded in the developmental view of teaching, recognizing that this complex, demanding profession is learned over the course of several years of study, consultation and reflective practice. In developing this Source of Evidence, you will have the opportunity to assess your present


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017level of performance on the components of the Kentucky Framework for Teaching (4 domains), the Kentucky Teacher Standards (10) and Dispositions to begin to identify your strengths and areas for growth. Working with your professors, peers and P-12 teachers, you will identify the focus for your PGP at each CAP.The PGP is the Source of Evidence that documents that you have been afforded due process. The areas for growth to be addressed on your PGP will be identified at CAP 5, then re-evaluated, assessed and modified as needed, specifically at CAP 6 and CAP 7.


For 2014-15 academic year, the holistic score for the PGP was 3.00 on a three point scale. Students received a 3.0 for all KTS. Only the candidates’ self-assessment had a 2.95 score.

For 2015-16 academic year, the holistic score for the PGP was 2.35 on a three point scale. Students received scores on the KTS ranging from a high of 2.55 for the self-assessment and KTS 9.2 to a low of 2.29 for 10.4.

For the 2016-17 academic year, the holistic score for the PGP was 2.50 on a three point scale. The scores ranged from 2.6 to 2.3 on the


*Please see the addendum.

Discuss how the reliability and validity of this assessment has been established and supported. This is a program specific assessment, not an EPP wide assessment.

Describe how the data from this assessment are used for the continuous improvement of this program.The School of Education has an annual May retreat during which data are analyzed from all programs at both the undergraduate and graduate levels. A recent revision provides opportunities throughout the year to analyze data from various programs, particularly in May, August, December and January. During these data analysis sessions, faculty analyze data by program. Typically, the data from this program are analyzed by special education faculty to identify strengths and growth areas and ultimately, to identify Student Learning Objectives for each year.

Assessment #3 Title:GPA Assessment description:Candidate GPA is assessed at all CAPs, including CAP 7-program completion in order to demonstrate the candidate has completed program experiences at a level to practice as an effective teacher.

The minimum GPA for candidates to exit the program is 3.0 at CAP 7. Candidates may not have any grade below a C in any course, and may not have more than 2 Cs throughout the program.

GPA also documents other candidate qualities not measured by more formal assessments such as giftedness, organization, work ethic and quality of interactions with others (Dickinson & Adelson, 2016;


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Jones, J. et. al, 2011).

Bradley, Sankar, Clayton, Mbarika and Raju (2007) found that students with higher GPAs perceived they had increased capability of using higher order thinking skills that lead to complex abilities such as integrating and evaluating.

References

Bradley, R., Sankar, C., Clayton, H., Mbarika, V., & Raju, P. (2007). A study on the impact of

GPA on perceived improvement of higher order cognitive skills. Decision Sciences Journal

of Innovative Education, 5(1), 151-167.

Dickinson, E. & Adelson, J. (2016). Choosing among multiple achievement measures. Journal

of Advanced Academics, 27(1), 4-15.

Harrel, P, Harris, M., & Jackson, J. (2009). An examination of teacher quality variables with

passing state content tests. Journal for the Association of for Alternative Certification, 4(2),

18-40.

Jones, J., McDonald, C., Maddox, A. & McDonald, S. (2011). Teacher candidate success

on state mandated professional tests: On predictive measure. Education, 131(4), 90Middle

School20.

Soh, K. (2011). Grade point average: What’s wrong and what’s the alternative? Journal of

Higher Education Policy and Management, 33(1), 27-36.

How do the Assessment and any related measures address the Kentucky Teacher Standards? Explain how the aligned standard is met at the indicator level. This section should be a narrative on the measures in the assessment and how these meet the standards. Cite standards by number, title, and/or standard wording. Integrated Constructed-response Questions-aligned with KTS 1-10; addressing multiple facets including but not limited to instruction, assessment, the classroom, managing behaviors, collaboration with the general education teachers, parent communication.

GPA also documents other candidate qualities not measured by more formal assessments such as giftedness, organization, work ethic and quality of interactions with others (Dickinson & Adelson, 2016; Jones, J. et. al, 2011).

Bradley, Sankar, Clayton, Mbarika and Raju (2007) found that students with higher GPAs perceived they had increased capability of using higher order thinking skills that lead to complex abilities such as integrating and evaluating. Grades are routinely used at all levels in education and are accepted predictors of future performance (Soh, 2011; Jones, J., McDonald, C., Maddox, A., & McDonald, S., 2011; Harrell, P., Harris, M., & Jackson, J., 2009). GPA also documents other candidate qualities not measured by more formal assessments such as giftedness, organization, work ethic and quality of interactions with others (Dickinson & Adelson, 2016; Jones, J. et. al, 2011). Bradley, Sankar, Clayton, Mbarika, & Raju (2007) found that students with higher GPAs perceived they had increased capability of using higher order thinking skills that lead to complex abilities such as integrating and evaluating.

The minimum GPA requirement to successfully exit the program is 3.0 GPA. Candidates may not have any grade


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017below a C in any course.Bradley, R., Sankar, C., Clayton, H., Mbarika, V., & Raju, P. (2007). A study on the impact of GPA on perceived improvement of higher order cognitive skills. Decision Sciences Journal of Innovative Education, 5(1), 151-167.

Dickinson, E. & Adelson, J. (2016). Choosing among multiple achievement measures. Journal of Advanced Academics, 27(1), 4-15.

Harrel, P, Harris, M., & Jackson, J. (2009). An examination of teacher quality variables with passing state content tests. Journal for the Association of for Alternative Certification, 4(2), 18-40. Jones, J., McDonald, C., Maddox, A. & McDonald, S. (2011). Teacher candidate success on state mandated professional tests: On predictive measure. Education, 131(4), 905-920.

Soh, K. (2011). Grade point average: what’s wrong and what’s the alternative? Journal of Higher Education Policy and Management, 33(1), 27-36.

Discuss the data analysis for this assessment: Explain how the assessment data supports/validates a candidate’s ability through the progressions of this programCandidates for the 2014, 2015, and 2016 three cycle years, have consistently exited the program with a 3.8 (average) cumulative GPA. GPA data are as follows for CAP 7: 2014 -GPA 3.83, 2015- GPA 3.87, 2016- GPA 3.81.

Candidates entered the program at CAP 5 with an average GPA ranging from 3.35 – 3.48.


Grading Scale 93 - 100% = A 85 - 92% = B 77 - 84% = C 71 - 60% = DBelow 70 = F

Discuss how the reliability and validity of this assessment has been established and supported. Several studies support the reliability and validity of decisions made based on GPA. Bacon and Bean (2006) studied the reliability and validity of the cumulative GPA and determined the reliability to be “quite high” (p.38). They recommended when using GPA in research, for reliability and validity purposes using the overall GPA as opposed to program only GPA. This coincides with a study commissioned by the New Jersey State Board of Education (2007) which found that use of the overall GPA was more reliable and valid than a single year GPA or a major or content area GPA. The National Education Association (NEA) described GPA as a more reliable predictor of future student success than other assessments because it “…capture[s] content, knowledge, and skills critical to success, such as perseverance and self-control” (n.d., p. 1). In addition, GPA is considered a valid predictor of future success (Herrera & Blair, 2015). Love, Holter, and Krall (1982) found GPA to be a “significant predictor” of success on the comprehensive examination for a medical professional program at West Virginia University and the Board of Registry examination.

References:Bacon, D. & Bean, B. (2006). GPA in research studies: An invaluable but neglected opportunity. Journal of Marketing Education, 28(1), 35-42.



Herrera, C. & Blair, J. (2015). Predicting success in nursing programs. Research in Higher Education, 28, 1-8.

Love, B., Holter, J., & Krall, J. (1982). Validity of grade point average as a predictor of student success. Laboratory Medicine, 13(3), 186-194.

National Education Association. (n.d.). Indicators of future success: GPA and noncognitive skills. Retrieved from: https://www.nea.org/assets/docs/Indicators_of_Success-BGH_ac5-final.pdf.

New Jersey State Board of Education. (2007). Summary of Grade Point Average Research. Retrieved From: www.state.nj.us/education/sboe/meetings/2007/.../GPA%20research%20discussion.doc

Describe how the data from this assessment is used for the continuous improvement of this program.Based on the consistency and overall GPAs, no changes to the program have been made. Candidates are demonstrating that they have mastery of the content related to this program.

Assessment #4 Title:Master’s Action Research Project (MARP)

Assessment description:

The Masters Action Research Project (MARP) is used throughout ED 665, ED 670, and ED 675, three of the required courses in the Teacher Leader Master of Arts in Education (TLMAE), Teacher Leader Master of Arts in Special Education (TLMASE), and MAEd in School Counseling programs. In ED 665, candidates plan their MARP and write the introduction, background, and methodology. At the beginning of this course, candidates are introduced to the MARP scoring guide. In ED 670, candidates implement their MARP and collect data. During ED 670, candidates revise their introduction, background, and methodology based on feedback from the ED 665 professor. The ED 670 professor provides more feedback on these three components in preparation for candidates to revise again in ED 675. In ED 675, candidates analyze their data and draw conclusions. They complete their final revisions of the first three components based on feedback from the ED 670 professor and submit a final revision of the entire document.

How do the Assessment and any related measures address the Kentucky Teacher Standards? Section I: Introduction, measures the advanced level performance indicators of KTS 1.2 and KTS 1.3. Section II: Background, measures performance on KTS 1.1. Section II: Methodology measures candidate performance on KTS 2.2, 2.3, 2.4, 3.1, 3.3, 4.1, 4.2, 4.3, 6.1, 6.2, 8.1, 8.2, and 8.3. Section IV: Data Results/Analysis measures candidate performance on KTS 1.1, 5.1, 5.2, 5.3, 5.4, 5.6, 6.4, and 8.4. Section V: Discussion measures candidate performance on KTS 7.1, 7.2, and 8.4.


For the 2016-17 academic year, the mean score for the MARP was 373 out of 400. Name of Institution Program Template Part III DRAFT

Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017 The mean scores are as follows:

o Introduction 27o Background 36o Methodology 65o Analysis 30o Discussion 24

The KTS scores were all 3.0 except for 10 indicators which had a mean of 2.75 with one at 2.50.

For the 2015-16 academic year, the mean score for the MARPs was 261 (the MARP rubric was revised after this year).

The mean scores were as follows:o Introduction 20o Background 53o Methodology 44.5o Analysis 39.25o Discussion 19.25

The KTS scores for all indicators ranged from 3.0 (3); 2.75 (8); 2.57 (1); 2.5 (12) to 2.00 (3).

For the 2014-15 academic year, the mean score for the MARPs was 280.82. The mean scores were as follows:

o Introduction 24o Background 57o Methodology 46o Analysis 47o Discussion 24

The KTS scores for all indicators ranged from 3.0 for KTS 1.3 to a low of 2.09 for KTS 5.1. Most of the KTS indicators ranged from 2.73 to 2.91.


*See MARP guidelines/rubric in the addenda.Discuss how the reliability and validity of this assessment has been established and supported.

The assessment measures what it is purported to measure because it was created and reviewed by a field of experts in the Campbellsville University graduate committee. The previous edition of the MARP rubric was based on the advanced-level performance indicators of the Kentucky Teacher Standards which are mandated teacher performance standards for teacher candidates in Kentucky. The rubric provides four levels of performance for each of the indicators. A new version, based on the KTPS/InTASC is being piloted during these fall terms. During the fall 2017 term, a validity study, using Lawshe’s method, will be implemented between the two faculty teaching the MARP practica.

The professors teaching ED 665, ED 670, and ED 675 use the assessment. The same three professors typically teach these courses. They were trained on using the assessment either upon creation of the document or upon hire. One professor who was involved in the creation of the process worked with graduate faculty to determine how the MARP was to be implemented and scored. The other two professors were hired after it was created. Prior to teaching the courses for the first time, they were provided copies of the MARP scoring guide and were able to ask the graduate faculty questions. Additionally, they were provided with sample MARPs created by prior students as well as their completed scoring guides. This allowed them to see what was expected of students before they taught the course. During the fall 2017 MARP practica, a new set of guidelines/rubric is being implemented. The two faculty using the rubric will conduct an inter-reliability study by double scoring a sampling of final editions of the MARPS.

Original Rubric


https://campbellsville.sharepoint.com/SOE_Accreditation/Shared%20Documents/Advanced%20Programs/School%20Counseling/SGCED%20675%20Action%20Research%20Practicum%20II%20Syllabus.doc

https://campbellsville.sharepoint.com/SOE_Accreditation/Shared%20Documents/Advanced%20Programs/School%20Counseling/SGCED%20670%20Action%20Research%20Practicum%20I%20Syllabus.docx

https://campbellsville.sharepoint.com/SOE_Accreditation/Shared%20Documents/Advanced%20Programs/School%20Counseling/SGCED%20665%20Research%20Methods%20Syllabus.docx

Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017The development of the original rubric was as follows: We carefully reviewed each component of the MARP and the requirements within them. Next we read the Advanced Level Kentucky Teacher Standards and matched them.

Validity was established by the field of experts in the Campbellsville University graduate committee who created, reviewed, and revised the MARP document. The MARP scoring guide is reviewed yearly and revised based on feedback from students and professors.

Revised Rubric The development process of the revised MARP rubric is as follows:

1. Consulting our current MARP.2. Reviewing seven action research rubrics online by other universities for comparison.3. Reviewing three action research textbooks (Hendricks, Johnson, and Mills).4. Reviewing the APA manual.5. Reviewing the CAEP rubric guidelines.

Current Revision Process

The MARP was submitted as part of CAEP’s Early Instrument Review Report in September, 2016. Revisions to the instrument were made based on feedback from that report. Lawshe’s method was used on the rubric with P-12 experts in the field. There was at least 63% agreement that 58 of the components were essential. For Section 1 Introduction and Section 4 Data Results and Analysis there was agreement that all components were essential. Graduate faculty met this spring to discuss possible revisions based on the indicators with CVRs below 70%. Faculty were in agreement with the P-12 experts that eight of the 12 components were useful but not essential, and these components were eliminated. The other four components were revised to make them essential. A new Lawshe’s content assessment will be conducted with the revised document during this academic year, and an overall CVI for the total assessment will be determined.

Describe how the data from this assessment is used for the continuous improvement of this program.

The MARP data were analyzed by the SED faculty in lieu of developing Student Learning Objectives for the upcoming year. The highs and lows of the KTS indicators identified some areas for consideration and the MARP rubric for the sections of the MARP illustrated that overall the candidates performed well on this key assessment.

Assessment #5 Title:Dispositional Assessment

Assessment description:Dispositional Assessments measure the personal qualities and characteristics that effective teachers demonstrate. They reflect the values and ethics we want our candidates to possess.

How do the Assessment and any related measures address the Kentucky Teacher Standards?

CAP 5 disposition indicators:1. Candidate demonstrates knowledge of content

KTS Standard 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGEThe teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 20172. Candidate demonstrates a commitment to professionalism

KTS Standard 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.

3. Candidate is committed to honesty and ethical conductKTS Standard 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNINGThe teacher reflects on and evaluates specific teaching/learning situations and/or programs.

CAP 7 disposition indicators:1. Professional Conduct:

1.1 Respect for cultural and individual differences by providing equitable learning opportunities for all students

1.2 Respects rights of students and families (no sarcasm, demeaning comments, etc.) 1.3 Respect for cultural and individual differences by providing equitable learning opportunities for

all students 1.4 Attentive to confidentiality; maintains secure student records, correspondence, and

conversations 1.5 Demonstrates ethical conduct as defined by the profession and the Kentucky Education

Professional Standards Board. Has not unethical misbehavior, online misbehavior, or unprofessional dress or speech.

1.6 Displays appropriate professional behavior and a positive attitude; acts in a mature manner; accepts constructive criticism

STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

2. Professional Communication 2.1 Language is appropriate to student’s age and level of development 2.2 Is articulate in oral and written communication with (emails, conversations with

peers/professors/field school sites) 2.3 Free of grammar and punctuation mistakes 2.4 Perceptive listener; consistently uses active listening to acknowledge message of the speaker 2.5 Establishes relationships with families, engaging them frequently in the instructional program in

a culturally appropriate manner

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTIONThe teacher introduces/implements, manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017members, think and solve problems, and integrate knowledge.


3. Professional Responsibilities3.1 Uses sound judgment/reasoning, seeks and applies wisdom, uses critical thinking, effective

problem solver, effective decision maker 3.2 Maintains and uses a professional teacher-student and teacher-parent relationship 3.3 Demonstrates a willingness to work with other professionals to improve the overall learning

environment for students 3.4 Demonstrates a commitment to life-long learning by participating in professional organizations and by keeping current with research in their field; seeks out opportunities for professional development and research

3.5 Takes a leadership role with colleague

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION The teacher introduces/implements, manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.


STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

4. High Expectations4.1 Establishes and sets goals (on paper) for student success 4.2 Establishes a culture where all students know they are seen as high achievers 4.3 Establishes a classroom where interactions support learning and hard work 4.4 Promotes cross cultural learning; treats all students equitably, promotes social justice and

promotes understanding of learning strengths and needs.

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

5. Engages in Effective Practice/Reflection5.1 A desire to analyze concepts, evaluate practices, experiment, and initiate innovative practices

as needed; beyond fact-telling 5.2 A commitment to self-reflection to recognize in all students physical, cognitive, social, and

emotional development 5.3 A commitment to recognize self-reflection combined to experiences leads to professional

growth 5.4 A commitment to challenge all students to learn and to help every student succeed

5.5 A belief that curriculum planning and teaching practices be meaningful, engaging, and adapted to the needs of diverse learners

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

Discuss the data analysis for this assessment: For the 2013-2014 cohort, candidates and faculty scored candidates at the same level for each component. The average range was 4.9-5.0 for each component. For 2014-2015 the dispositional average for this cohort was 3.06 – 3.28. While the range is not exactly at the same level, it was close enough that the data did not warrant a cause for concern. For the 2015-2016 cohort, the average was3.14 of 4.0. The highest was 3.28 of 4.0-Professional Conduct, and the lowest 3.06 of 4.0-engages in Effective Practice/Reflection.

Faculty noted that there was more diversity of scoring since the instrument was revised for the 2014-2015 academic year. The need for an instrument that could drill down into the standards and identify dispositional weaknesses was discussed. Based on the scores, it was also determined that training on the use of the dispositional assessment was warranted. The new dispositional standards that are part of the InTASC standards were also discussed. Provide a link to the assessment scoring guide or rubric. (Not required for Praxis II)

*See addendum

Discuss how the reliability and validity of this assessment has been established and supported. The Dispositional Assessment was developed by a five person faculty committee who sought input from classroom teachers and administrators and other faculty. The process for using the assessment based on feedback from the classroom teachers and administrators who were clinical partners. They reported not wanting to give the disposition assessment to students to turn in. Based on this feedback, the form was put online and made interactive. The assessment is aligned to Kentucky Teacher


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Standards and NCATE Standards. Construct validity was established by utilizing the scoring levels and framework from Kentucky TPGES (adapted from Charlotte Danielson's framework) and creating "critical attributes" that describe each performance level. The rubric provides actionable feedback.

By utilizing the format and levels from the TPGES document, clinical partners were already familiar with how to use the dispositional assessment. School of education faculty were trained using the document in a faculty meeting.

Describe how the data from this assessment is used for the continuous improvement of this program.The dispositional assessment was added to the selected improvement plan to be revised/redesigned to measure the Kentucky Teacher Performance Standards and for a Lawshe’s content validity study and interrater reliability study for this academic year.



Summary Analysis for Program

Provide a holistic summary and rationale for how all key assessment areas demonstrate the program’s overall quality, and how each candidate has demonstrated appropriate performance of the Teacher Leader Model Standards. Many EPPs study their assessments on a periodic basis and develop comprehensive reports and graphs; this report may be attached as an addendum and supplements the analysis summary and improvement sections below. If the EPP chooses to append EPP-designed reports, a narrative description/interpretation of the report(s) must be included.

Assessment data analysis summary:

GPAs for this program demonstrates that the standards our candidates academically have the ability to perform well on the standards and consistently do. The MARP demonstrate that candidates’ lowest performance is on KTS 1 and KTS 4 which both have to do with the application of content and pedagogical knowledge. As a result, these standards are the focus of program improvement for the coming year. Goals, objectives, and activities have been implemented into the EPP SACS Program Improvement Plan and the EPP Selected Improvement Plan 2016-2020 which will specifically address and improve candidate performance on KTS 1.5 and 4.2.

The Behavior Intervention Plan rubric has been revised numerous times, including most recently for the use in the Fall 2017term. The course in which the plan is designed and implemented is taught only one time in the program; Fall term. There is insufficient data to determine the effectiveness of the revised plan. The focus of the program improvement for the coming year is to analyze the 2017 data at the December EPP retreat and make program revisions to measure the new Kentucky Teacher Performance Standards, InTASC standards, CEC and CAEP standards, and current practices, and for a Lawshe’s content validity study and interrater reliability study for this academic year.

Continuous Improvement Plan for this program: Provide an explanation of how assessment data are/were used to improve this program.

Due to a lack of three years of cohort data on the Behavior Intervention Plan using the same scoring instrument, the assessment was revised during the 2016-2017 academic year. The course in which the BIP is a key assessment is taught one time per year in the last term of the fall semester. There are not three cycles of data as a result of the time the course is offered.

1. Traditionally, all data has been collected by one data entry specialist who developed summary data reports. This year, we have three data entry specialists collecting and entering data. Each of the data entry specialists received training on entering the data into ACCESS and generating reports for analysis.

2. This 2017-18 year, the program faculty and P-12 partners will analyze the 2017 cohort BIP data, as soon as available. A Lawshe’s content validity study for each component will be established.

3. The data and improvement proposals will be presented at graduate faculty meetings where they will be approved and sent on or not approved and sent back to the program faculty for revisions. Then approved proposals presented to the full faculty for a vote.



In addition, the MARP and the dispositional assessment will be revised/redesigned to measure the new Kentucky Teacher Performance Standards and a Lawshe’s content validity ratio for each component will be established.



Campbellsville UniversitySchool of Education

Teacher Leader Master of Arts in Special Education

CURRICULUM GUIDE SHEETName_________________________________ CU ID #________ SSN_________________________ Ethnicity_________________ Gender M/F Advisor______________________ Address ____________________________________________________________________________ Telephone #____________________ Cell #____________________________ Email ______________________________________________________________________________

CAP 5* _____ CAP 6 ___________ CAP 7** __________ For Certification OnlyPRAXIS II Special Education: Core Knowledge and Mild to Moderate Applications 5543 _____ (158 passing) Date Taken___/____/____

Praxis II Disclaimer: Kentucky educator certification requirements are subject to change. Before registering for the test(s), please check the Education Professional Standards Board website at www.epsb.ky.gov for current test requirements and current cut scores. You may also contact 502-564-4606 or toll free at 888-598-7667.Reminder: *2.75 GPA required for admission (CAP 5)** Teacher Leader Master’s Action Research Project; Leadership Professional Growth Plan; Behavior Intervention Plan required for program completion (CAP 7)

I. Professional Proficiency Courses: 15 hoursCourse No. Course Title Hours Term GradeSED 695 Advanced Assessment and Instructional

Strategies for Diverse Learners 3 _____ _____SED 696 Effective Strategies for Improved

Students’ Classroom Behavior 3 _____ _____ SED 697 Learning Disabilities: Foundations,

Assessment and Strategies for Success forAll Students 3 _____ _____

SED 698 Designing and Assessing Effective InstructionIn Mathematics 3 _____ _____

SED 699 Reading Theories and Practice 3 _____ _____

II. Professional Education Courses: 15 hours

ED 655 Empowering Teacher Leaders 3 _____ _____ED 665 Research Methods 3 _____ _____ED 670 Action Research Practicum I 1.5 _____ _____ED 675 Action Research Practicum II 1.5 _____ _____ED 690 Supervision of Instruction 3 _____ _____ED 656 Effective Skills for Today’s Educators 3 _____ _____ Total Hours 30

My signature below indicates I hereby recognize it is my responsibility to review and ensure I complete the above requirements for successful continuation in and exit from the this program.

________ ________


http://www.epsb.ky.gov/

Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Advisor Signature & Date Student Signature & Date

CAMPBELLSVILLE UNIVERSITYSCHOOL OF EDUCATION

Candidate Continuous Assessment Plan

Teacher Leader Master of Arts in Special Education □ LBD □ MSD

Note: Praxis II: If seeking certification –Praxis II exam 5543 (LBD) or 5545 (MSD) must be taken and passed _____158 passing.

Name__________________________________ CU ID # __________ Date __/__/___Permanent Address: Street_______________________________________ City________________________ State______ Zip_____________ Home Phone ___/___/___ Cell ___/___/___ Work___/___/___Email____________________________________________________________________________________

Work Home

Statement of Acknowledgement/Commitment

As a student in the special education preparation program, I understand and agree to the following:

1. To be retained in the program and to be eligible for continuation and completion, I must satisfactorily meet all requirements of CAPs 5, 6, and 7.

2. Upon final approval of CAP 5, I will receive a letter of notification to be used for admission and registration. 3. Neither Campbellsville University nor any professor or administrator assumes responsibility for the CAPs nor

for graduation; the responsibility resides with me. 4. I will participate in all online class sessions and teleconferences. I will follow the online procedure list provided. 5. I will follow the correct procedures for state certification. 6. I commit to upholding the Code of Ethics for Kentucky School Personnel. 7. I am committed to the ethical and legal use of technology. 8. I am committed to abide by the School of Education policy on plagiarism and cheating.

Signed: __________________________________________________________________ Date: ___/___/___

Decision by the School of Education Faculty Decision: ____Program Satisfactorily CompletedDecision: Approval__________ Denial__________ Date___/___/___ ____Program NotLetter of Notification Mailed: Date ___/___/___ Satisfactorily Completed

Letter in Student File


This Section Is for Official Use Only


Campbellsville University School of EducationTeacher Leader Special Education Program P-12 LBD

Field Experience Requirements Matrix

Candidates complete an array of field experiences as part of professional education courses in partial fulfillment of program requirements for Teacher Leader LBD certification. All experiences require candidates to reflect. Elementary, middle and high school settings provide multiple opportunities for candidates to complete the requirement. Students are required to complete a minimum of 80.

Course Number and Title Public School Field Hours Purpose/Example of Activities in Classroom

ED 656Effective Management Skills for Today’s Educator

10Write a

reflection

In collaboration with the classroom teacher select a student with behavior concerns. Using a Functional Behavior Assessment instrument, asses the student and develop a Behavior Improvement Plan (BIP). (3 hours)

Implement the BIP and analyze the data. (2 hours to analyze the data)

Collaborate with the guidance counselor and or principal to analyze office referrals. Write a reflection of results. ( 3 hours)

Shadow a guidance counselor and write a reflection. (2 hours)

SED 695 Advanced Assessment and Instructional Strategies for Diverse Learners

10Write a

reflection

In collaboration with the classroom teacher identify a diverse learner struggling in a content area, Observe and complete a case study of a diverse learner. Instructor will provide instructions for the development of the plan.

SED 696 Effective Strategies for Improving Students’ Classroom Behavior

6Write a

reflection

3 hours of field experience to be used to complete and analyze a Functional Behavioral Assessment (FBA) for a selected student.

Complete a collaborative project to develop a Behavior Management Plan for the student assessed using the FBA. (3 hours)

SED 697 Learning Disabilities: Foundations, Assessment and Strategies for Success of All Students 15

Write a reflection

2 hours to assess a targeted student4 hours to work on-on-one with the targeted student or student identified with a learning disability.2 hours to design a management/learning contract for said student1 hour for parental involvement4 hours to develop a unit of student (Task G) to include goals/objectives/accommodations/modifications for targeted student1 hour to administer a post assessment (task C, J1, & J2)

SED 698 Designing and Assessing

6Write a

Administer and analyze a criterion referenced assessment to a student with an identified math


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Effective Instruction in Mathematics

reflection

disability. (3 hours)

Shadow a general math teacher to observe for questioning techniques used with diverse learners.Write a reflection on the observation. (1 hour)

Using the end of the grade level assessment, analyze the math scores the class. (2 hours)

SED 699 Reading Theories and Practice

10Write a

reflection

In collaboration with the reading teacher, identify a struggling reader. (1 hour)

Choose a reading instrument and assess the identified struggling reader and make a diagnosis. (3 hours)

Collaborate with the reading specialist and or the classroom teacher and develop an intervention plan for the student. (4 hours)

Observe a reading teacher and identify instructional strategies appropriate for struggling readers and diverse students. Write a reflection on the observation. (2 hours)

ED 655 Empowerment for Teacher Leadership 6

Write a reflection

Review the cumulative folders for all students in the classroom where you currently teach or will be implementing the research project to determine the primary learning needs of the class. (5 hours)

Use the information collected to develop the research topic. (1 hour)

ED 665 Research Methods

6Write a

reflection

Design a research question. (1 hours)

Collaborate with a building principal and discuss possible ways to investigate the research question in their building. (2 hours)

Collaborate with a classroom to discuss the logistics of implementing the research. (2 hour)

Write a draft of the letter of consent that will be sent in ED 670. (1 hour)

ED 670Action Research Project Practicum I

3Write a

reflection

Letter of consent informing parents of study and IRB approval. (2 hours)

Begin implementation of an Action Research Project in a school setting. (1 hour)

ED 675 Action Research Project Practicum II

3Write a

reflection

Continue implementation and analysis of ARP research data.

ED 690 Supervision of Instruction

6Write a

reflection

Interview a district level instructional supervisor on job related responsibilities. One hour can be for scheduling and preparation for the interview. (3 hours)


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Shadow an instructional supervisor and write a reflection on observations. (3 hours)

Addendum

Welcome to ED 665!

The Master’s Action Research Project (MARP) is a three course sequence beginning with ED 665, continuing into ED 670, and concluding in ED 675. The purpose of the MARP is to demonstrate your ability to plan, conduct, and analyze action research in your classroom setting in alignment with Kentucky Teacher Performance Standards (KTPS/InTASC). (If you are obtaining a degree in guidance counseling, the action research will occur in your school setting).

The goals of ED 665 include learning about action research methodologies, developing a research question, obtaining Institutional Review Board (IRB) approval, and writing the Introduction and Methodology of the MARP. The goals of ED 670 are revising the first two components of the MARP, writing the Background, and implementing the action research. The goals of ED 675 are analyzing collected data, writing the Data Analysis and Conclusion, revising all components of the MARP, and presenting your MARP to an appropriate audience. Please refer to Power Points for each component of the MARP process which provide valuable information and advice.

The components of the MARP include:

Introduction (ED 665) Background (ED 670) Methodology (ED 665) Data Analysis (ED 675) Conclusion (ED 675)

Please use the following scoring rubric as you write and revise all MARP components. As you submit your MARP documents, your professors will provide valuable feedback which will help you revise and implement your action research. When completed, the MARP is worth a total of 364 points. You must score a minimum of 309 points. In order to successfully progress from one action research course to the next, you must score a minimum B on your MARP. Additionally, you must score an originality score of less than 15% when submitted to Turn It In originality software.

Masters of Teacher Leader and Special Education candidates will additionally be scored on KTPS/InTASC and Council for the Accreditation of Teacher Preparation (CAEP) standards for advanced programs. On a holistic score of one to four, you must score a minimum of two on each indicator.

Interdisciplinary Early Childhood Educators (IECE) are additionally scored on Kentucky IECE standards and National Association for the Education of Young Children Standards (NAEYC). Guidance Counseling students are additionally scored on Kentucky Standards for School Guidance Counselors Standards, Council for Accreditation of Counseling and Related Educational Programs (CACREP), and American School Counselor Association Standards (ASCA). On a holistic score of one to four, you must score a minimum of two on each indicator.


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Campbellsville University

School of EducationMasters Action Research Project (MARP)

Scoring RubricRevised 8/09/2017

Student Name _________________________________________________________________________

Topic of MARP ________________________________________________________________________

Degree _______________________________________________________________________________

ED 665 Professor ______________________Term/Date ____________ Total Points ____________ (136)



ED 665 MARP Requirements

IRB ApprovalTitle Page (4 points) _____Introduction (32 points) _____Methodology (60 points) ____Introduction Writing Mechanics (20 points) _____Methodology Writing Mechanics (20 points) _____

Total 136 points _____Minimum B 116 points

Institutional Review Board Proposal Date submitted ____________Date approved ____________

Turn It In Originality score(Must be 15% or less)

ED 665 ED 670 ED 675


Title Page (4 points) ______Abstract (8 points) ______Introduction (32 points) ______Background (64 points) ______Methodology (60 points) _____References (8 points) ______Appendices (24 points) ______Introduction Writing Mechanics(20 points) ______Background Writing Mechanics(20 points) ______Methodology Writing Mechanics (20 points) ______

Total 260 points ______Minimum B 221 points


Title Page (4 points) ______Abstract (8 points) ______Introduction (32 points) ______Background (64 points) ______Methodology (60 points) _____Data Analysis (36 points) _____Conclusion (28 points) ______References (8 points) ______Appendices (24 points) ______Introduction Writing Mechanics(20 points) ______Background Writing Mechanics(20 points) ______Methodology Writing Mechanics (20 points) ______Data Analysis Writing Mechanics (20 points) ______ Conclusion Writing Mechanics (20 points) ______


Presentation date ___________Location ___________________Score _____________________



TITLE PAGE/ABSTRACTTitle Page Written in ED 665; Abstract written in ED 670

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Three or fewer criteria included

Four criteria included Five criteria included Title is no more than 12 wordsIncludes student nameIncludes institution nameIncludes dateIncludes running headTitle page follows proper APA format

Score: Ed 665: /4 ED 670: /4 ED 675: /4Abstract

Less than four criteria included

Abstract does not meet word criteria

Four to five criteria included


All criteria included


Succinct description of study, purpose, students/participants, methodology, procedures, findings

Abstract ranges between 150 and 250 words

Score: ED 670: /8 ED 675: /8


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION I: INTRODUCTION

Written in ED 665, revised in ED 670, and ED 675Length: 1 page minimum

Introduction is the first component of the MARP. The purpose is to provide an overview of the MARP. The following should be included in the Introduction:

RationaleResearch Question

Description of StudyIntervention

Kentucky Teacher Performance Standards/Interstate New Teacher Assessment Support Consortium Standards (KTPS/InTASC)

___ Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.___ Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.___ Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.___ Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Rationale

Introduction lacks purpose, does not include problem/issue or proposed intervention

Rationale describes what prompted you to pursue the topic/intervention without background information

Introduction provides purpose for paper including mention of either problem/issue or proposed intervention

Rationale describes what prompted you to pursue the topic/intervention including background intervention that is not relevant to the topic

Introduction suggests purpose for paper including mention of both problem/issue and proposed intervention

Rationale describes what prompted you to pursue the topic/intervention including only relevant background information based on personal experience

Introduction provides purpose for paper including discussion of both problem/issue and proposed intervention

Rationale describes what prompted you to pursue the topic/intervention including only relevant background information based on personal experience and supported by scholarly evidence of effectiveness

Research Question

Research question does not lend itself to action research because it is not within the realm of the


Research question lends itself to action research by being open-ended, within the realm of the

Research question lends itself to action research by being open-ended and within the realm of the


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017researcher’s control, and it not open-ended

Research question not stated

researcher’s control, but is open-ended

Research question not related topic/problem or intervention

researcher’s control, and answerable with qualitative or quantitative date

Research question related to topic/problem or intervention

researcher’s control, and answerable with mixed data

Research question related to topic/problem and intervention

Description of Study

Description of study includes individual school or grade level

Description of study identifies ages of participants only

Description of study identifies one piece of data collected

Description of study includes individual school and grade level

Description of study identifies number of participants

Description of study identifies two pieces of data collected

Description of study includes school district, individual school, and grade level

Description of study identifies ages and number of participants

Description of study identifies three pieces of data collected

Description of study includes setting, identifying geography, school district, individual school, and grade level

Description of study identifies ages, number of participants, and other characteristics Description of study identifies three pieces of data collected and classifies them as qualitative or quantitative

Intervention

Description of study does not include role of teacher or students

Description of study includes discussion of either role of teacher or students

Description of student includes discussion of intervention including the role of the teacher, role of the students

Description of study includes discussion of intervention including the role of the teacher, role of the student, and materials utilized

Score: ED 665: /32 ED 670: /32 ED 675: /32Specific Feedback:


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION II: BACKGROUND

Written in ED 670, revised in ED 675Length: 3 pages minimum

Background is the second component of the MARP. The purpose is to provide an overview of scholarly literature related to your MARP topic. The following should be included in the Background:

Headings based on central themes of your MARP topic A minimum of five scholarly articles (a minimum of three must be empirical studies)

Summary of key articles about the topic and intervention


___ Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Scholarly Style and OrganizationIneffective (1) Developing (2) Accomplished (3) Exemplary (4)Background written without a scholarly style without following key aspects of APA format

Background not organized

Relies heavily on direct quotations incorrectly cited

Background written with a somewhat scholarly style following some key aspects of APA format

Background organized based on key findings without headings

Relies heavily on direct quotations correctly cited using APA format

Background written with a scholarly style following key aspects of APA format

Background organized with headings not based on key findings

Includes paraphrases incorrectly cited

Background written with a scholarly style following all aspects of APA format

Background clearly organized with headings based on key findings from empirical studies

Includes paraphrases correctly cited using APA format

Background Content

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Includes citations for one empirical study about the topic

Some empirical studies related to research with some key aspects of research question included in background

Does not include citation for other scholarly sources about topic; none of which are websites

Includes citations for two empirical studies abut topic

Most empirical studies related to research question with some key aspects of research question included in background

Includes citation for one scholarly source about topic; none of which are websites

Includes citations for at least three empirical studies about topic

All empirical studies clearly related to research question with key aspects of research question included in background

Includes citations for at least two scholarly sources about topic; none of which were websites

Includes citations for more than three empirical studies about topic

All empirical studies clearly related to research question with all aspects of research question included in background

Includes citations for more than two scholarly sources about topic; none of which were websites


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Most sources are outdated, published beyond the last ten year

Includes summary of some empirical studies and scholarly sources including some aspects of methodology, findings, and conclusions

Most sources are current, published within the last ten years

Includes summary of all empirical studies and scholarly sources including some aspects of methodology, findings, and conclusions

All sources are current, published within the last ten years

Includes summary of all empirical studies and scholarly sources including methodology, findings, and conclusions


Includes thorough summary of all empirical studies and scholarly sources including participants, methodology, findings, and conclusions

Score:

(Score based on 8 points per indicator)

ED 670: /64 ED 675: /64

Specific Feedback:


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION III: METHODOLOGY

Written in ED 665, revised in ED 670, and ED 675Length: 3 pages minimum

Methodology is the third component of the MARP. The purpose is to provide a detailed overview of the MARP procedures. The following should be included in the Methodology:

Research Study/Intervention Research Participants

Data Collection Data Analysis


___ Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.___ Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.___ Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Research Study/InterventionIneffective (1) Developing (2) Accomplished (3) Exemplary (4)Minimally provides purpose for paper or creates vague interest for reader without research question and rationale

Intervention is weakly relevant to research question without evidence in description

Context of study minimally described

Time, frequency, or duration of study not described in detail

Intervention described without explanation of how students experience intervention or how teacher

Minimally provides purpose for paper and creates vague interest for readers including either the research question or overview of rationale

Intervention is somewhat relevant to research question without evidence in description

Context of study described including one of three required elements

Time or frequency of study included without mention of five weeks

Intervention described including brief explanation of how students experience intervention or how

Suggests purpose for paper and creates interest for reader including research question and overview of rationale

Intervention is relevant to research question based on description

Context of study described including two of three required elements

Time, frequency, and duration of study included without mention of five weeks

Intervention described including brief explanation of how students experience intervention and how teacher implements intervention

Provides purpose for paper and creates interest for reader including research question and overview of rationale

Intervention is clearly relevant to research question based on description

Context of study thoroughly described including classroom, school, and district

Time, frequency, and duration of study included describing a minimum five weeks

Intervention thoroughly described including how students experience intervention, how teacher implements


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017implements intervention teacher implements

interventionintervention

Research Participants

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Research participants mentioned without specific details related to number, gender, and ethnicity

Participant selection not mentioned

Confidentiality or anonymity mentioned without detail

Research participants mentioned without specific details related to number, gender, or ethnicity

Participant selection based on class enrollment, but not specified

Confidentiality and anonymity mentioned without detail

Research participants described including number of participants, gender of participants, and ethnicity of participants

Participant selection mentioned without detail

Thorough description of how confidentiality or anonymity was maintained for participants

Research participants specifically included such as number of participants, gender of participants, ages, and ethnicity of participants

Detailed description of how participants were selected including selection criteria, the use of random selection, or participation based on class enrollment

Thorough description of how confidentiality and anonymity was maintained for participants

Data Collection

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Data collection not identified as quantitative, qualitative, or mixed methods

Description of procedures lacks detail and chart of timeline

Includes description of one or two data instruments without copies in Appendix

One piece of data collection correctly identified as quantitative, qualitative, or mixed methods

Description of procedures includes how often data was collected, when data was collected, duration of data collection, and identifies who collected each piece of data collected without chart or timeline

Includes description of one or two data instruments with copies in Appendix

Two pieces of data collection correctly identified as quantitative, qualitative, or mixed methods

Description of procedures includes how often data was collected, when data was collected, duration of data collection, and identifies who collected each piece of data collected, included in data collection chart or timeline

Includes description of all data instruments with copies in the Appendix

Three pieces of data collection correctly identified as quantitative, qualitative, or mixed methods

Detailed description of procedures includes how often data was collected, when data was collected, duration of data collection, and identifies who collected each piece of data, included in data collection chart or timeline which is discussed in text

Includes description of all data collection instruments, including discussion of reliability and validity of each instrument with copies


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017in Appendix

Data Analysis

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Baseline data not mentioned (if applicable)

Quantitative data analysis not mentioned (if applicable)

Qualitative data analysis not mentioned (if applicable)

Data analysis by contextual factors or gap groups not mentioned

Baseline data mentioned without detail (if applicable)

Quantitative data analysis mentioned without detail

Qualitative data analysis mentioned without detail

Data analysis by contextual factors or gap groups mentioned without detail

Description of how baseline data were obtained (if applicable)

Description of how quantitative data were analyzed

Description of how qualitative data were analyzed

Description of how data were analyzed by contextual factors or gap groups

Thorough description of how baseline data were obtained (if applicable)

Detailed description of how quantitative data were analyzed including individual or group mean scores, comparison of pre/post scores, or other relevant analysis

Detailed description of how qualitative data were analyzed including anticipated summaries, codes, categories of data, or other relevant analysis

Detailed description of how data were analyzed by contextual factors or gap groups



Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION IV: DATA ANALYSIS

Written and Revised in ED 675Length: 3 page minimum

Data analysis is the fourth component of the MARP. The purpose is to analyze each piece of data based on individual and groups as appropriate and to draw holistic conclusions based on all data. The following should be included in the Data Analysis:

Headings organized by data Quantitative data analyzed and displayed in tables and figures Qualitative data analyzed and displayed by codes and themes

Triangulation and analysis of all data Data analysis based on identified gap groups

Council for the Accreditation of Educator Preparation (CAEP) Standards for Advanced Programs

___ A.1.1 Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 are enhanced, through: • Applications of data literacy; • Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies; • Employment of data analysis and evidence to develop supportive school environments; • Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents; • Supporting appropriate applications of technology for their field of specialization; and • Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization.

Data Results NarrativeIneffective (1) Developing (2) Accomplished (3) Exemplary (4)Narrative not clearly organized

Narrative does not include step by step report on analysis of data including two components of collected data

Narrative does not include description of baseline data, but is necessary

Narrative does not include summaries for all instruments used for the study without mentioning how the data

Narrative clearly organized by another logical scheme

Narrative includes step by step report on analysis of data including two components of collected data

Narrative includes brief description of baseline data (if applicable)

Narrative includes brief summaries for all instruments used for the study without mentioning how the data answers the

Narrative clearly organized by research question or methodology without headings

Narrative includes step by step report on analysis of data including discussion of all components of collected data

Narrative includes description of baseline data (if applicable)

Narrative includes data summaries for all instruments used for the study mentioning how the data answers the research question

Narrative clearly organized by research question or methodology with appropriate headings

Narrative includes step by step report on analysis of data including thorough discussion of all components of collected data

Narrative includes thorough description of baseline data (if applicable)

Narrative includes thorough summaries for all instruments used for the study explaining how the data answers the


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017answers the research question

Quantitative data not displayed in tables and/or figures

Qualitative data discussed in data analysis does not include codes and/or themes of data

Narrative includes brief mention of triangulation without discussing how the sets of data work together to answer the research question

Narrative does not include analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language, and/or socioeconomic status

research question

Quantitative data displayed in tables and/or figures do not support discussion of data analysis in narrative

Qualitative data discussed in data analysis in narrative includes partial list of codes and/or themes of data

Narrative includes triangulation of most sets of data and explains how most pieces of data work together to answer the research question

Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language, and/or socioeconomic status (if applicable) which does not answer the research question

Quantitative data displayed in tables and/or figures supports discussion of data analysis in narrative

Qualitative data discussed in data analysis in narrative includes codes and/or themes of data

Narrative includes triangulation of all three sets of data and explains how each piece of data works together to answer the research question

Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language and/or socioeconomic status (if applicable) which partially answers the research question

research question.

Quantitative data displayed in tables and/or figures in APA format supports discussion of data analysis in narrative

Qualitative data discussed in data analysis in narrative includes codes and/or themes of data including direct quotes from participants

Narrative includes triangulation of all three sets of data and thoroughly explains how each piece of data works together to answer the research question

Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language, and/or socioeconomic status (if necessary) which thoroughly answers the research question. If applicable, includes overview of demographic data

Score: ED 675: /36Specific Feedback:


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION V: CONCLUSION

Written and revised in ED 675Length: 2 page minimum

The conclusion is the fifth component of the MARP. The purpose is to provide a summary of the results of your study and to clearly answer your research question. The following should be included in the Conclusion:

Overview/Synthesis of Results Impact of Study

Concluding Statements


___ Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.___ Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Council for the Accreditation of Educator Preparation (CAEP) Standards for Advanced Programs___ A.2.2. The provider works with partners to design varied and developmental clinical settings that allow opportunities for candidates to practice applications of content knowledge and skills that the courses and other experiences of the advanced preparation emphasize. The opportunities lead to appropriate culminating experiences in which candidates demonstrate their proficiencies, through problem-based tasks or research (e.g., qualitative, quantitative, mixed methods, action) that are characteristic of their professional specialization as detailed in component 1.1.

Overview/Synthesis of ResultsIneffective (1) Developing (2) Accomplished (3) Exemplary (4)Overview/synthesis does not include overview of research question or study. Overview is not thorough

Overview/synthesis includes conclusions inaccurately drawn from results which do not attempt to answer research question

Overview/synthesis includes interpretations inaccurately drawn from results which do not attempt to answer research question

Overview/synthesis includes overview of research question or study. Overview is not thorough

Overview/synthesis includes conclusions inaccurately drawn from results which attempt to answer research question

Overview/synthesis includes interpretations inaccurately drawn from results which attempt to answer research question

Overview/synthesis includes overview of research question and study. Overview is thoroughly understandable

Overview/synthesis includes conclusions drawn from results which answer research question accurately based on evidence from most of the data

Overview/synthesis includes interpretations drawn from results which answer research question accurately based on evidence from most of the data

Overview/synthesis includes thorough overview of research question and study. Overview/synthesis stands alone and is thoroughly understandable

Overview/synthesis includes conclusions drawn from results which answer research question accurately and thoroughly based on evidence from all of the data

Overview/synthesis includes interpretations drawn from results which thoroughly answer research question based on evidence from all of the data


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Impact of Study

Does not include discussion of limitations of study

Does not include discussion of generalizability of study

Does not mention next questions or ideas about intervention if the researcher were to continue the investigation

Includes discussion of limitations of study which is neither critical nor accurate

Includes discussion of generalizability of study which is neither critical nor accurate

Mentions next questions or ideas about intervention if the researcher were to continue the investigation

Includes critical, accurate discussion of limitations of study

Includes critical, accurate discussion of generalizability of the study

Mentions next questions and ideas about intervention if the researcher were to continue the investigation

Includes critical, accurate discussion of limitations of study with suggestions of how they could have improved study

Includes critical, accurate discussion of generalizability of the study with suggestions of how they could have improved study

Includes discussion of next questions and ideas about intervention if the researcher were to continue the investigation


Mentions how results of study were shared with an appropriate audience

Includes discussion of how results of study were shared with an appropriate audience without a discussion of feedback

Includes discussion of how results of study were shared with an appropriate audience with a discussion of feedback

Includes discussion of how results of study were shared with an appropriate audience with a discussion of specific feedback from audience; includes additional ways that results could be shared including to peers and conferences

Score: ED 675: /28Specific Feedback

References and Citations

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Does not include citations for all references; citations include a few APA format errors

References list does not include all empirical studies and scholarly articles cited within the MARP with minor APA format errors

Includes citations for all references with a few APA format errors

Reference list includes all empirical studies and scholarly articles cited within the MARP with minor APA format errors

Includes citations for most references in proper APA format

References list includes most empirical studies and scholarly articles cited within MARP in proper APA format

Includes citations for all references in proper APA format

Reference list includes all empirical studies and scholarly articles cited within MARP in proper APA format; only scholarly sources included

Score: ED 670: /8 ED 675: /8Specific Feedback:Name of Institution Program Template Part III DRAFT

Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Appendices

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Copies of few data collection instruments or consent forms are included, if appropriate

Few additional tables and figures which do not appear in the text are included, if appropriate

Samples of few scripted interviews are included, if appropriate

Samples of few student work are included, if appropriate

Few other pertinent documents are included, if appropriate

Few appendices are named with a capital letter and follow APA format

Copies of some data collection instruments and consent forms are included, if appropriate

Some additional tables and figures which do not appear in the text are included, if appropriate

Samples of some scripted interviews are included, if appropriate

Samples of some student work are included, if appropriate

Some other pertinent documents are included, if appropriate

Some appendices are named with a capital letter and follow APA format

Copies of most data collection instruments and consent forms are included, if appropriate

Most additional tables and figures which do not appear in the text are included, if appropriate

Samples of most scripted interviews are included, if appropriate

Samples of most student work are included, if appropriate

Most other pertinent documents are included, if appropriate

Most appendices are named with a capital letter and follow APA format

Copies of all data collection instruments and consent forms are included, if appropriate

All additional tables and figures which do not appear in the text are included, if appropriate

Samples of all scripted interviews are included, if appropriate

Samples of all student work are included, if appropriate

All other pertinent documents are included, if appropriate

All appendices are named with a capital letter and follow APA format

Score: ED 670: /24 ED 675: /24Specific Feedback:



Writing MechanicsIneffective (1) Developing (2) Accomplished (3) Exemplary (4)Information appears to be disorganized

Paragraph structure was not clear or sentences were not typically related within the paragraphs

Few sections include an introductory paragraph which does not attempt to draw the reader and a concluding paragraph which does not attempt to summarize key elements

Some sources are not accurately documented reference page includes sources not included in the essay itself

Many grammatical, spelling, or punctuation errors; essay does not attempt points of style appropriate for a formal paper

Rarely uses past tense too refer to previous studies

Rarely uses person first terminology (students

Information is organized, but paragraphs are not well-constructed

Paragraphs include related information but were typically not constructed well

Some sections include an introductory paragraph which attempts to draw the reader and a concluding paragraph which attempts to summarize key elements

All sources are accurately documented, but many are not in the required format and reference page includes several errors

A few grammatical, spelling, or punctuation errors; essay may have used first person statements, contractions, subject-verb agreement, or abbreviations

Often uses past tense to refer to previous studies

Often uses person first terminology (students

Information is organized with well-constructed paragraphs

Most paragraphs include introductory sentence, explanations of detail, and concluding sentences

Most sections include an introductory paragraph which draws the reader and a concluding paragraph which summarized key elements

All sources are accurately documented, and most of the in-text parenthetical citations or paraphrase and reference page is mostly accurate in APA format

A few grammatical, spelling, or punctuation errors; contractions, subject-verb agreement, and first person statements

Mostly uses past tense to refer to previous studies

Mostly uses person first terminology (students

Information is very organized with well-constructed paragraphs and subheadings

All paragraphs include introductory sentence, explanations of detail, and concluding sentences

Each section includes an introductory paragraph which draws the reader and a concluding paragraph which summarized key elements

All sources are accurately documented using in-text parenthetical citations or paraphrase and a separate references page is completely accurate in APA format

No grammatical, spelling or punctuation errors; this includes avoiding contractions, abbreviations should be spelled out the first mention, subject-verb agreement, and first person statements

Always uses past tense to refer to previous studies

Always uses person first terminology (students with


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017with disabilities, students who are gifted/talented, students who speak a second language, NOT LD students, etc.)

Few tables have a heading or are mostly referred to in text; few figures have been named with Arabic numerals, few figures are referred to in text; few tables and figures are in proper APA format

Rarely uses Times New Roman, size 12 font, double spaced, one inch margins and Running Head with page numbers

Score 22-25% originality in Turn It In at the end of each term

with disabilities, students who are gifted/talented, students who speak a second language, NOT LD students, etc.)

Some tables have a heading and are mostly referred to in text; some figures have been named with Arabic numerals, some figures are referred to in text; some tables and figures are in proper APA format

Often uses Times New Roman, size 12 font, double spaced, one inch margins and Running Head with page numbers

Score between 19-21% originality in Turn It In at the end of each term


Tables mostly have a heading and are mostly referred to in text; figures mostly have been named with Arabic numerals, figures are mostly referred to in text; most tables and figures are in proper APA format

Mostly uses Times New Roman, size 12 font, double spaced one inch margins and Running Head with page numbers


disabilities, students who are gifted/talented, students who speak a second language, NOT LD students, etc.)

Tables always have a heading, tables are referred to in text; figures always have been named with Arabic numerals, figures are referred to in text; all tables and figures are in proper APA format

Always uses Times New Roman, size 12 font, double spaced, one inch margins and Running Head with page numbers

Scores less than 15% originality in Turn It In at the end of each term

Score: ED 665: ED 670: ED 675:Introduction Writing Mechanics Score

/20 /20 /20

Background Writing Mechanics Score

/20 /20

Methodology Writing Mechanics Score

/20 /20 /20

Data Analysis Writing Mechanics

/20

Discussion Writing Mechanics

/20

Specific Feedback:

Welcome to ED 665!


The goals of ED 665 include learning about action research methodologies, developing a research question, obtaining Institutional Review Board (IRB) approval, and writing the Introduction and Methodology of the MARP. The goals of ED 670 are revising the first two components of the MARP, writing the Background, and implementing the action research. The goals of ED 675 are analyzing collected data, writing the Data Analysis and Conclusion, revising all components of the MARP, and presenting your MARP to an


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017appropriate audience. Please refer to Power Points for each component of the MARP process which provide valuable information and advice.





Interdisciplinary Early Childhood Educators (IECE) are additionally scored on Kentucky IECE standards and National Association for the Education of Young Children Standards (NAEYC). Guidance Counseling students are additionally scored on Kentucky Standards for School Guidance Counselors Standards, Council for Accreditation of Counseling and Related Educational Programs (CACREP), and American School Counselor Association Standards (ASCA). On a holistic score of one to four, you must score a minimum of two on each indicator.

Campbellsville UniversitySchool of Education

Masters Action Research Project (MARP) Scoring Rubric

Revised 8/09/2017Student Name _________________________________________________________________________

Topic of MARP ________________________________________________________________________

Degree _______________________________________________________________________________





IRB ApprovalTitle Page (4 points) _____Introduction (32 points) _____Methodology (60 points) ____


Title Page (4 points) ______Abstract (8 points) ______Introduction (32 points) ______Background (64 points) ______


Title Page (4 points) ______Abstract (8 points) ______Introduction (32 points) ______Background (64 points) ______


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Introduction Writing Mechanics (20 points) _____Methodology Writing Mechanics (20 points) _____




ED 665 ED 670 ED 675

Methodology (60 points) _____References (8 points) ______Appendices (24 points) ______Introduction Writing Mechanics(20 points) ______Background Writing Mechanics(20 points) ______Methodology Writing Mechanics (20 points) ______


Methodology (60 points) _____Data Analysis (36 points) _____Conclusion (28 points) ______References (8 points) ______Appendices (24 points) ______Introduction Writing Mechanics(20 points) ______Background Writing Mechanics(20 points) ______Methodology Writing Mechanics (20 points) ______Data Analysis Writing Mechanics (20 points) ______ Conclusion Writing Mechanics (20 points) ______



TITLE PAGE/ABSTRACTTitle Page Written in ED 665; Abstract written in ED 670

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Three or fewer criteria included




Abstract does not meet


Abstract does not meet




Abstract ranges Name of Institution Program Template Part III DRAFT

Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017word criteria word criteria between 150 and 250

wordsScore: ED 670: /8 ED 675: /8







Kentucky Standards for Guidance Counselor Programs___ 6.B. Methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs___ 8. A. The importance of research and opportunities and difficulties in conducting research in the counseling profession___ 8. B. Research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research

Council For Accreditation of Counseling and Related Educational Programs (CACREP) Common Core Curricular Areas

___ 8. A. The importance of research in advancing the counseling profession___ 8. B. Research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research










Research Question



Research question lends itself to action research by being open-ended, within the realm of the

Research question lends itself to action research by being open-ended and within the realm of the


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017researcher’s control, and it not open-ended


researcher’s control, but is open-ended


researcher’s control, and answerable with qualitative or quantitative date


researcher’s control, and answerable with mixed data














Intervention







Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION II: BACKGROUND

Written in ED 670, revised in ED 675Length: 3 pages minimum


Headings based on central themes to your MARP topic A minimum of five scholarly articles (a minimum of three must be empirical studies)

Summary of key articles about the topic and intervention

Council For Accreditation of Counseling and Related Educational Programs (CACREP) Standards___ 1.I. Understands how to critically evaluate research relevant to the practice of school counseling.













Background Content




Most sources are outdated, published beyond the last ten year














Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Includes summary of some empirical studies and scholarly sources including some aspects of methodology, findings, and conclusions




Score:


ED 670: /64 ED 675: /64

Specific Feedback:

SECTION III: METHODOLOGY Written in ED 665, revised in ED 670, and ED 675

Length: 3 pages minimum




Kentucky Standards for Guidance Counselor Programs___ 1. A. Use, management, analysis, and presentation of data from school-based information (e.g., standardized testing, grades, enrollment, attendance, retention, placement, surveys, interviews, focus groups, and needs assessment) to improve student ___ 1. C. Implementation and evaluation of specific strategies that meet program goals and objectives. outcomes___ 7. D. Reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information)___ 7. E. Validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity)___ 8. C. Use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy___ 8. D. Principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications

Council For Accreditation of Counseling and Related Educational Programs (CACREP)___ 8.C. Statistical methods used in conducting research and program evaluation___ 8. D. Principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program and modifications

American School Counselor Association (ASCA)___ III-A-5 Data driven decision making___ F.1.D. Seek institutional and parent’/guardian consent before administering any research, and maintain security of research records


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Research Study/Intervention

Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Minimally provides purpose for paper or creates vague interest for reader without research question and rationale




Intervention described without explanation of how students experience intervention or how teacher implements intervention





Intervention described including brief explanation of how students experience intervention or how teacher implements intervention










Intervention thoroughly described including how students experience intervention, how teacher implements intervention













Thorough description of how confidentiality and anonymity was maintained for


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017participants

Data Collection












Includes description of all data collection instruments, including discussion of reliability and validity of each instrument with copies in Appendix

Data Analysis











Detailed description of how quantitative data were analyzed including individual or group mean scores, comparison of pre/post scores, or other relevant analysis



Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Data analysis by contextual factors or gap groups not mentioned





SECTION IV: DATA ANALYSISWritten and Revised in ED 675

Length: 3 page minimum




Kentucky Guidance Counselor Program___ 8. E. Use of research to improve counseling effectiveness___ 8. F. Ethical and legal considerations.

Council For Accreditation of Counseling and Related Educational Programs (CACREP)___ 8.E. The use of research to inform evidence-based practice

American School Counselor Association (ASCA)___ V-A-2 Basic research sampling, methodology and analysis concepts to understand research outcomes and conduct action research




Narrative does not include summaries




Narrative includes brief summaries for all




Narrative includes data summaries for all instruments

Narrative clearly organized by research question or methodology with appropriate headings



Narrative includes thorough summaries


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017for all instruments used for the study without mentioning how the data answers the research question




Narrative does not include analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language, and/or socioeconomic status

instruments used for the study without mentioning how the data answers the research question




Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language, and/or socioeconomic status (if applicable) which does not answer the research question

used for the study mentioning how the data answers the research question




Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language and/or socioeconomic status (if applicable) which partially answers the research question

for all instruments used for the study explaining how the data answers the research question.




Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language, and/or socioeconomic status (if necessary) which thoroughly answers the research question. If applicable, includes overview of demographic data



Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION V: DISCUSSION





Council For Accreditation of Counseling and Related Educational Programs (CACREP) ___ 8.F. Ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies

American School Counselor Association (ASCA) ___ A.3.B. Ensure equitable academic, career, post-secondary access and personal/social opportunities for all students through the use of data to help close achievement gaps and opportunity gaps

Overview/Synthesis of ResultsIneffective (1) Developing (2) Accomplished (3) Exemplary (4)Overview/synthesis does not include overview of research question or study. Overview is not thorough



Overview/synthesis includes overview of research question or study. Overview is not thorough



Overview/synthesis includes overview of research question and study. Overview is thoroughly understandable



Overview/synthesis includes thorough overview of research question and study. Overview/synthesis stands alone and is thoroughly understandable



Impact of Study


Includes discussion of limitations of study which is neither critical


Includes critical, accurate discussion of limitations of study with suggestions of





nor accurate





how they could have improved study







Includes discussion of how results of study were shared with an appropriate audience with a discussion of specific feedback from audience; includes additional ways that results could be shared including to peers and conferences


References and Citations




























/20 /20 /20


/20 /20


/20 /20 /20


/20


/20

Specific Feedback:

Welcome to ED 665!


The goals of ED 665 include learning about action research methodologies, developing a research question, obtaining Institutional Review Board (IRB) approval, and writing the Introduction and Methodology of the MARP. The goals of ED 670 are revising the first two components of the MARP, writing the


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Background, and implementing the action research. The goals of ED 675 are analyzing collected data, writing the Data Analysis and Conclusion, revising all components of the MARP, and presenting your MARP to an appropriate audience. Please refer to Power Points for each component of the MARP process which provide valuable information and advice.





Interdisciplinary Early Childhood Educators (IECE) are additionally scored on Kentucky IECE standards and National Association for the Education of Young Children Standards (NAEYC).

Guidance Counseling students are additionally scored on Kentucky Standards for School Guidance Counselors Standards, Council for Accreditation of Counseling and Related Educational Programs (CACREP), and American School Counselor Association Standards (ASCA). On a holistic score of one to four, you must score a minimum of two on each indicator.


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Campbellsville University

School of EducationMasters Action Research Project (MARP)

Scoring RubricRevised 8/09/2017

Student Name _________________________________________________________________________

Topic of MARP ________________________________________________________________________

Degree _______________________________________________________________________________





IRB ApprovalTitle Page (4 points) _____Introduction (32 points) _____Methodology (60 points) ____Introduction Writing Mechanics (20 points) _____Methodology Writing Mechanics (20 points) _____




ED 665 ED 670 ED 675


Title Page (4 points) ______Abstract (8 points) ______Introduction (32 points) ______Background (64 points) ______Methodology (60 points) _____References (8 points) ______Appendices (24 points) ______Introduction Writing Mechanics(20 points) ______Background Writing Mechanics(20 points) ______Methodology Writing Mechanics (20 points) ______



Title Page (4 points) ______Abstract (8 points) ______Introduction (32 points) ______Background (64 points) ______Methodology (60 points) _____Data Analysis (36 points) _____Conclusion (28 points) ______References (8 points) ______Appendices (24 points) ______Introduction Writing Mechanics(20 points) ______Background Writing Mechanics(20 points) ______Methodology Writing Mechanics (20 points) ______Data Analysis Writing Mechanics (20 points) ______ Conclusion Writing Mechanics (20 points) ______




Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017TITLE PAGE/ABSTRACT

Title Page Written in ED 665; Abstract written in ED 670Ineffective (1) Developing (2) Accomplished (3) Exemplary (4)Three or fewer criteria included










Abstract ranges between 150 and 250 words

Score: ED 670: /8 ED 675: /8







IECE Teacher Standards ___ IECE 3b: Implement instructional strategies that meet the individual needs of each child.

National Association for the Education of Young Children Standards___ NAEYC 1b: Knowing and understanding the multiple influences on development and learning. ___ NAEYC 4c: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.


___ Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.___ Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.___ Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.___ Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.











Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Research Question

Research question does not lend itself to action research because it is not within the realm of the researcher’s control, and it not open-ended


Research question does not lend itself to action research because it is not within the realm of the researcher’s control, but is open-ended


Research question lends itself to action research by being open-ended, within the realm of the researcher’s control, and answerable with qualitative or quantitative date


Research question lends itself to action research by being open-ended and within the realm of the researcher’s control, and answerable with mixed data














Intervention






SECTION II: BACKGROUNDWritten in ED 670, revised in ED 675

Length: 3 pages minimum



Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017 Headings based on central themes to your MARP topic

A minimum of five scholarly articles (a minimum of three must be empirical studies) Summary of key articles about the topic and intervention

IECE Teacher Standards ___ IECE 1f: Include knowledge and strategies of multiple disciplines.___ IECE 1g: Plan experiences and instruction based on family strengths, resources, priorities, and concerns.

National Association for the Education of Young Children Standards___ NAEYC 4a: Knowing, understanding, and using positive relationships and supportive interactions. ___ NAEYC 4d: Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.


___ Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.













Background Content












Most sources are outdated, published beyond the last ten year

Includes summary of some empirical studies and scholarly sources including some aspects of methodology, findings, and conclusions










Score:


ED 670: /64 ED 675: /64

Specific Feedback:


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION III: METHODOLOGY

Written in ED 665, revised in ED 670, and ED 675Length: 3 pages minimum




IECE Teacher Standards ___ IECE 1b: Include assessments that target learning outcomes.___ IECE 1c: Individualize curriculum, instruction plans, and assessment strategies for ALL children.___ IECE 2d: Create and maintain individually appropriate, activity-based learning environments.___ IECE 2g: Create, evaluate, and select technology, materials, and media to enhance the learning environment.___ IECE 3a: Implement developmentally appropriate, comprehensive curriculum and instruction aligned with program, school, district, state, and/or federal goals. ___ IECE 3b: Implement instructional strategies that meet the individual needs of each child.___ IECE 6a: Participate as an effective team member and demonstrate appropriate interpersonal skills to support collaboration in early childhood settings.___ IECE 6b: Demonstrate effective methods of communication that value the role, skill, input, and expertise of families, colleagues, and others.___ IECE 6d: Collaborate with team members to promote child developing and transition through sharing information, joint decision making, and program planning.___ IECE 6f: Articulate individual outcomes and unique needs for each child to staff and volunteers. ___ IECE 9a: Use multiple technology applications to support child learning.___ IECE 9b: Select appropriate technology to enhance instruction.

National Association for the Education of Young Children Standards___ NAEYC 2c: Involving families and communities in their children’s development and learning.___ NAEYC 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.___ NAEYC 4a: Knowing, understanding, and using positive relationships and supportive interactions.___ NAEYC 4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education.

Interstate New Teacher Assessment Support Consortium Standards (InTASC)___ Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.___ Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.___ Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Council for the Accreditation of Educator Preparation (CAEP) Standards for Advanced Programs___ A.1.1 Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017opportunities for all P-12 are enhanced, through: • Applications of data literacy; • Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies; • Employment of data analysis and evidence to develop supportive school environments; • Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents; • Supporting appropriate applications of technology for their field of specialization; and • Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization.

Research Study/InterventionIneffective (1) Developing (2) Accomplished (3) Exemplary (4)Minimally provides purpose for paper or creates vague interest for reader without research question and rationale




Intervention described without explanation of how students experience intervention or how teacher implements intervention





Intervention described including brief explanation of how students experience intervention or how teacher implements intervention










Intervention thoroughly described including how students experience intervention, how teacher implements intervention















Thorough description of how confidentiality and anonymity was maintained for participants

Data Collection












Includes description of all data collection instruments, including discussion of reliability and validity of each instrument with copies in Appendix

Data Analysis








Detailed description of how quantitative data were analyzed including




Data analysis by contextual factors or gap groups not mentioned





individual or group mean scores, comparison of pre/post scores, or other relevant analysis





Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION IV: DATA ANALYSIS

Written and Revised in ED 675Length: 3 page minimum




IECE Teacher Standards ___ IECE 4a: Use a systematic process to assess and record children’s ongoing developmental progress.___ IECE 4b: Base assessment strategies on developmentally appropriate learning outcomes and aligns strategies with the program curriculum and appropriate standards.___ IECE 4c: Plan and implement assessment strategies that are sensitive to the teaching and learning context, including families’ cultures, and that address children’s unique and/or special learning needs. ___ IECE 4d: Plan and implement assessment strategies that invite active involvement of appropriate partners, including team members and children’s families.___ IECE 4e: Accurately interpret the data and validity of assessment results and communicate results to appropriate partners, including families, in terms they easily understand.___ IECE 4f: Use assessment results to design appropriate learning outcomes and to plan for future services and instruction.___ IECE 5a: Use data to reflect on and evaluate children’s learning.___ IECE 5b: Use data to reflect on and evaluate instructional practice.___ IECE 5c: Use data to identify areas for professional growth.___ IECE 5d: Analyze the involvement and effectiveness of team members in instruction.

National Association for the Education of Young Children Standards___ NAEYC 3b: Understanding and practicing responsible assessment.___ NAEYC 3d: Knowing about assessment partnerships with families and professionals. ___ NAEYC 4c: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.___ NAEYC 5b: Knowing about and upholding ethical standards and other professional guidelines.

Kentucky Teacher Performance Standards/Interstate New Teacher Assessment Support Consortium (KTPS/InTASC)

___ Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.




Narrative clearly organized by research question or





Narrative does not include summaries for all instruments used for the study without mentioning how the data answers the research question




Narrative does not include analysis of contextual factors or gap groups such as gender, age,



Narrative includes brief summaries for all instruments used for the study without mentioning how the data answers the research question




Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality,



Narrative includes data summaries for all instruments used for the study mentioning how the data answers the research question




Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity, exceptionality, language and/or socioeconomic status (if

methodology with appropriate headings



Narrative includes thorough summaries for all instruments used for the study explaining how the data answers the research question.




Narrative includes analysis of contextual factors or gap groups such as gender, age, ethnicity,


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017ethnicity, exceptionality, language, and/or socioeconomic status

language, and/or socioeconomic status (if applicable) which does not answer the research question

applicable) which partially answers the research question

exceptionality, language, and/or socioeconomic status (if necessary) which thoroughly answers the research question. If applicable, includes overview of demographic data



Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017SECTION V: DISCUSSION





IECE Teacher Standards ___ IECE 4f: Use assessment results to design appropriate learning outcomes and to plan for future services and instruction.___ IECE 6f: Articulate individual outcomes and unique needs for each child to staff and volunteers.___ IECE 6g: Provide ongoing, constructive feedback to team members on professional practices.___ IECE 6h: Use adult learning principles in collaboration with team members.___ IECE 8a: Assist families in articulating resources, priorities, and concerns.___ IECE 8b: Individualize interactions and activities that demonstrate sensitivity to characteristics of each child’s family community.___ IECE 8c: Facilitate communication of legal, procedural, and program related information to families using appropriate methods of communication.___ IECE 8d: Apply adult learning principles in family education activities.___ IECE 8e: Respect and provide on-going support for the family’s preferred level of involvement in educational activities.

National Association for the Education of Young Children Standards___ NAEYC 3a: Understanding the goals, benefits, and uses of assessment.___ NAEYC 5a: Identifying and involving oneself with the early childhood field.___ NAEYC 5d: Integrating knowledgeable, reflective, and critical perspectives on early childhood.

Council for the Accreditation of Educator Preparation (CAEP) Standards for Advanced Programs___ A.2.2. The provider works with partners to design varied and developmental clinical settings that allow opportunities for candidates to practice applications of content knowledge and skills that the courses and other experiences of the advanced preparation emphasize. The opportunities lead to appropriate culminating experiences in which candidates demonstrate their proficiencies, through problem-based tasks or research (e.g., qualitative, quantitative, mixed methods, action) that are characteristic of their professional specialization as detailed in component 1.1.


___ Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.___ Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Overview/Synthesis of ResultsIneffective (1) Developing (2) Accomplished (3) Exemplary (4)Overview/synthesis does not include

Overview/synthesis includes overview of

Overview/synthesis includes overview of research question

Overview/synthesis includes thorough overview of


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017overview of research question or study. Overview is not thorough



research question or study. Overview is not thorough



and study. Overview is thoroughly understandable



research question and study. Overview/synthesis stands alone and is thoroughly understandable



Impact of Study




Includes discussion of limitations of study which is neither critical nor accurate






Includes critical, accurate discussion of limitations of study with suggestions of how they could have improved study







Includes discussion of how results of study were shared with an appropriate audience with a discussion of specific feedback from audience; includes additional ways that results could be shared including to


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017peers and conferences



Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017References and Citations




























/20 /20 /20


/20 /20


/20 /20 /20


/20


/20

Specific Feedback:



Campbellsville University School of EducationSED 696 Effective Strategies for Improving Students’ Classroom Behavior

Behavior Intervention Plan Rubric

CU ID #_________________________ Date__________________ Evaluator Code_________

Name_______________________________________________________ Holistic Score___________

Directions: Record a holistic score for each standard and an analytical score for each indicator.

Scoring Guide: 3=Satisfactory 2=Progress Made 1=Unsatisfactory

roject Requirements Criteria

Kentucky Teacher Standards – Advanced Level SCORE

Title Page

4 Points

Includes:

___Title of project___ Name and date___Course title___ Professor’s name

Abstract

10 points

Includes:

___Statement of the behavior of concern___The FBA analysis of the function of the behavior___The intervention used___The results___150-200 words

1 2 33=Met; 2= Partially Met; 1= Not Met

Introduction & Target Student

10 points

___ Student’s demographic information included___ Clearly defined roles of team members___ Operational definition of target behavior included___ Summary of strategies previously used___ Summary of functional Assessment (FBA)___Summary of methods used and hypothesized function of behavior ___ ABC scatterplot ___direct measure

____KTS 2.2Uses contextual data to design instruction relevant to

students

____KTS 5.4Describes, analyzes and evaluates student

performance data to determine student progress, identify differences among student groups and

inform instructional practice.

Intervention & Target Behavior

____KTS 2.3Plans assessments to guide instruction and measure

learning objectives


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017____KTS 2.4

Plans instructional strategies and activities that address learning objectives for all students

____KTS 4.1Uses a variety of instructional strategies that align

with learning objectives and actively engage students

____KTS 7.1Uses data to reflect on and evaluate student learning

Data Collection & Analysis

____KTS 5.4Describes, analyzes and evaluates student

performance data to determine student progress, identify differences among student groups and

inform instructional practice.

____KTS 7.2Uses performance data to conduct an in-depth analysis and evaluation of instructional practices to inform future teaching.

____KTS 8.4Uses appropriate student performance data to

describe, analyze, and evaluate the impact of the collaborative activities on student learning and to

identify next steps.

Graph & Data Collection Sheet

____KTS 5.6Provides on-going opportunities for students to

assess and reflect on their own performance in order to identify strengths and areas for future learning.

____KTS 6.4Uses technology to assess student learning, manage

assessment data and communicate results to appropriate stakeholders.

____KTS 7.2Uses performance data to conduct an in-depth analysis and evaluation of instructional practices to inform future teaching.

References References List Criteria Include:

___ Bibliographic information for all sources cited in the Paper. If you did not cite them in the paper, you cannot include them in the reference list.___ Alphabetic listing by authors’ last names.___ No websites acceptable; only scholarly sources should be used

ExampleReferences

(For a book with one author)Banks, J. A. (1997). Educating citizens in a multicultural society. New York: Teachers College Press.

(For a journal article with two authors)Barrett, N. H. & Lechner, J. V. (1995). Pre-service teachers’ attitudes about and


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017throughout the paper. awareness of multicultural teaching and learning.

Equity and Excellence in Education, 26 (1), 19-26. (All sources are single spaced and indented after first line)

Competency in Writing Skills

___ Clear introduction ___ Background for study ___ Duration of Study: at least 5-7 weeks___ Rationale for intervention___ Problem statement___ Significance of study___ Definitions of key terms (new, ambiguous or general terms)___ Context: Place and time of study (confidentiality)___ Description of data collection method used___ Procedures used___ Description of how the data were analyzed___ Summary/conclusion

Addendum


Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Dispositional Assessment

To be Completed by the Candidate CAP: 1 2 3 4 5 6 7

Name: ID#

This recommendation is based on the attitudes and dispositions exhibited by candidates in clinical work and coursework at multiple times throughout the program. It is not linked to course performance, though it is likely that a candidate’s coursework/clinical field work performance would be linked to dispositions.

*Attach any source of evidence pertaining to strengths and/or growth areas

To be completed by the Evaluator

Evaluator’s Name

Check role: Candidate Colleague Content Area Professor Cooperating Teacher CU Faculty Other Agency Supervisor University Supervisor

Direction: Below you will find the rubric scoring guide for the Disposition areas. Please circle a number from 1-4 or Not Observed, for each disposition on the back of the form. Additional comments are very helpful to the University and Teacher Candidate.

Explanation of scoring: I-Ineffective; D-Developing; A-Accomplished; E-Exemplary; N/O- Not Observed

*Descriptor/Dispositions taken from the following: Charlotte Danielson’s Framework for Teaching, 2011/2013: http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview-Series.aspxKentucky Teacher Standards http://www.kyepsb.net/National Council of Accreditation of Teacher Education: http://ncate.org/St. Cloud State University College of Education Higher Education Administration Program’s Student Disposition Evaluation

1.2.


Ineffective

-Displays dishonesty in interactions with colleagues, students and the public-Explanation of the content contains major errors-Learning tasks and activities, materials, resources, instructional outcomes are not clear-Little or no understanding of how students learn and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding support learning-Expresses belief that only some

students can learn-Sets goals for students that are

inappropriate

Accomplished

-Displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students and the public-Explanation of content is well scaffold, clear and accurate, and connects with students’ knowledge and experiences- Provides a variety of appropriately challenging materials and resources; -Learning tasks and activities are aligned with instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content-Expresses belief that all students can learn but may have difficulty communicating them

Developing**Average Performance Level for

Candidates- Honest in interactions with colleagues, students and the public-Explanation of the content may contain minor errors; some portions are clear; other portions are difficult to follow-Instructional groups are random or only partially support objectives; -Learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most to be passive or merely compliant-Notices the needs of students but is inconsistent in addressing them-Expresses a belief that most students can learn, but not all

Exemplary

-Takes a leadership role with teachers/peers and can be counted on to hold the highest standards of honesty, integrity and confidentiality-Explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interest-Provides a variety of appropriately challenging resources that are differentiated for students in the class- Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes-Goals are realistically high and communicated to each individual--Expresses belief that all students can learn

http://ncate.org/

http://www.kyepsb.net/

http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview-Series.aspx

http://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview-Series.aspx

Template for Teacher Leader Masters or Fifth Year – Section III June 2, 20171.1

Respect for cultural and individual differences by providing equitable learning opportunities for all students1.2 Respects rights of students and families (no sarcasm, demeaning comments, etc.) 1.3 Respect for cultural and individual differences by providing equitable learning opportunities for all students 1.4 Attentive to confidentiality; maintains secure student records, correspondence, and conversations1.5 Demonstrates ethical conduct as defined by the profession and the Kentucky Education Professional Standards Board. Has

not unethical misbehavior, online misbehavior, or unprofessional dress or speech.1.6 Displays appropriate professional behavior and a positive attitude; acts in a mature manner; accepts constructive criticism

2.1 Language is appropriate to student’s age and level of development 2.2 Is articulate in oral and written communication with (emails, conversations with peers/professors/field school sites)2.3 Free of grammar and punctuation mistakes2.4 Perceptive listener; consistently uses active listening to acknowledge message of the speaker2.5 Establishes relationships with families, engaging them frequently in the instructional program in a culturally appropriate

manner

Uses sound judgment/reasoning, seeks and applies wisdom, uses critical thinking, effective problem solver, effective decision maker

3.1 Maintains and uses a professional teacher-student and teacher-parent relationship3.2 Demonstrates a willingness to work with other professionals to improve the overall learning environment for students3.3 Demonstrates a commitment to life-long learning by participating in professional organizations and by keeping current with

research in their field; seeks out opportunities for professional development and research3.4 Takes a leadership role with colleague

4.1

Establishes and sets goals (on paper) for student success4.2 Establishes a culture where all students know they are seen as high achievers4.3 Establishes a classroom where interactions support learning and hard work4.4 Promotes cross cultural learning; treats all students equitably, promotes social justice and promotes understanding of

learning strengths and needs.5.1

A desire to analyze concepts, evaluate practices, experiment, and initiate innovative practices as needed; beyond fact-telling5.2 A commitment to self-reflection to recognize in all students physical, cognitive, social, and emotional development5.3 A commitment to recognize self-reflection combined to experiences leads to professional growth5.4 A commitment to challenge all students to learn and to help every student succeed5.5 A belief that curriculum planning and teaching practices be meaningful, engaging, and adapted to the needs of diverse

learners

Please provide a brief overview of any specific areas of strength or concern the candidate displayed in their coursework, field experiences or clinical field experiences. If a candidate scored an (I) or (E), please provide an explanation. *See front for criteria for disposition areas and scoring.


1. Professional Conduct (TPGES 2C, 4D, 4F; KTS 3C, 3D, 4B) Overall Rating: ☐I ☐D ☐ A ☐ E ☐ N/O

2. Professional Communication (TPGES 1B, 4C; KTS 3A, 5E, 6E) Overall Rating: ☐I ☐ D ☐ A ☐ E ☐ N/O

Overall Rating: ☐I ☐D ☐A ☐E ☐N/O

4. High Expectations (TPGES 1C, 2B, 3A; KTS 2E, 3A, 8C) Overall Rating: ☐I ☐D ☐ A ☐E ☐N/O

3. Professional Responsibilities (TPGES 2A, 4B, 4E, 4F; KTS 3B, 9B, 10A)

5. Engages in Effective Practice/Reflection (TPGES 4A, 4E; KTS 1C, 4B, 5D, 7A, 7B, 7C)

Overall Rating: ☐I ☐D ☐A ☐ E ☐N/O

Template for Teacher Leader Masters or Fifth Year – Section III June 2, 2017Evaluator’s Name Date Please provide an email address for confirmation:
